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Dissertation
Structuring Teacher Knowledge to Optimize Teacher Performance
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2007
Abstract
The subject matter knowledge of seven instructors of adult ESOL classrooms was analyzed using a one-way ANOVA for correlation with student gain scores from two pretest/posttest instruments. Teacher responses describing how each would address instructional situations proposed on an open-ended questionnaire were transcribed and coded using NVivo. Based on the complexity of the resulting models of teachers’ organization of their knowledge of English grammar, Structure of the Observed Learning Outcome (SOLO) scores were assessed for each response on the questionnaire. A transcription of a 30 to 50 minute class lesson on English grammar was also coded for each instructor using NVivo. These transcriptions were used to determine the sources and characteristics of teachers’ classroom practices. Characteristics of classroom practices were analyzed using a one-way ANOVA for correlation with teacher SOLO scores. The results of this study indicate that teachers with highly-organized subject matter knowledge tend to have students with greater gain scores. They are also less likely to use textbooks as the sources of instructional discussions, activities, terminology, and presentations of subject matter.
Details
- Title
- Structuring Teacher Knowledge to Optimize Teacher Performance
- Resource Type
- Dissertation
- Publisher
- University of West Florida Libraries
- Format
- pdf
- Number of pages
- 191
- Copyright
- © 2007 Nora Annette Graves
- Identifiers
- 99380090834806600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida